NotesFAQContact Us
Search Tips
ERIC Number: ED231217
Record Type: RIE
Publication Date: 1980-May
Pages: 11
Abstractor: N/A
Reference Count: 0
Bar-Lev, Zev
A proposal that the English as a second language (ESL) curriculum should initially focus on psycholinguistic reading is discussed. It is claimed that effective reading is difficult to achieve using the present ordering of the ESL curriculum. This is because of the heavy focus on learning active command of grammatical detail during the early, formative period of language training. That is, the focus on grammatical contrasts emphasizes the very structures that will hinder reading. Structural contrasts should be subordinated to pragmatic uses of language (i.e., to content). It is suggested that content is not only the goal of reading but the means by which reading is made efficient. Examples of Hebrew, which is written without most vowels, are provided to illustrate that words can be understood without them. It is claimed that although normal English does contain vowels, they are not important for reading purposes. Examples are also provided of "tlgrfx" in the native language. Reading of tlgrfx-texts can help train the ESL learner to ignore vowels in an appropriately general way. The point is to avoid requiring active command of structures, from phonetics to syntax and lexicon. These psycholinguistic techniques can be used in the beginning in small quantities in an existing curriculum. A strategy for placing vocabulary in reading lessons is suggested. Emphasis is placed on comprehension rather than on the more detailed type that tends to become memory work. Russian language examples are also included. (SW)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A